curtis ferree, reference,electronic resources librarian kamala kiem, new student programs jackie...
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CURTIS FERREE, REFERENCE,ELECTRONIC RESOURCES LIBRARIAN
KAMALA KIEM, NEW STUDENT PROGRAMS
JACKIE KREMER, REFERENCE AND OUTREACH LIBRARIAN
SALLY O’DRISCOLL, ENGLISH FACULTY
GLENN SAUER, BIOLOGY FACULTY
LAURA WEBER, REFERENCE AND INSTRUCTION LIBRARIAN
You're Not Alone:Using Collaborations to Increase
Student Research Competencies
Introduction
Cross-campus collaborations can be used to increase student research skills
Classroom level: Embedded librarian in core English class
Program level: Partnership between Instruction Librarians and Biology department for research instruction
Campus-wide level: Collaboration between librarians and First Year Experience on Academic Integrity
Get Creative…
Use the provided worksheet to brainstorm ideas for collaboration on your campus…
Collaborations with ClassesSally O’Driscoll, Ph.D., English
Curtis Ferree, Library
The Problem: Need to provide specialized research help,
supplemental course materials, and contexual resources for students in a team-taught pilot course.
Background:
Gateway to Literary and Cultural Analysis Pilot Course This course comprised 4 sections of students and was team taught by 4 professors. All students and professors would meet in the multimedia room at the Library for most classes, with occasional smaller breakout sessions. There were many extracurricular and special events associated with the class, such as author visits and fieldtrips to NYC. Students mostly upperclassmen and/or English Majors.
Collaborations with Classes cont.
Solution:
Embedded Librarian
•Attends all classes and special events
•Prepares weekly online course guide for supplemental materials
•Prepares contextual presentations highlighting library resources
•Provides research consultations as needed
Collaboration with Classes cont.
Results: Research guide accessed 809 times during Fall
Semester
Several research consultations with students Increased access to class material gave librarian greater
understanding of course assignments and expectations
Collaboration with Classes -- Revision
English curriculum revised-pilot format not feasible Continued the next fall as a 100 level course
Part of “core” curriculum Two sections instead of 4
Both sections meet together 10 times per semester—Librarian attends joint meetings
Mixed results Students struggled with theory Fewer research consultations Final research papers lacking Online guide accessed only 283 times
Class Revisions cont.
Revised class structure based on new student demographic Largely first and second year students Non-majors
Supplemental materials not utilized Research instruction needed to be more formalized/point
of need
Restructured Course GuideAdded two formal instruction sessionsAnnotated bibliography assignment
Class Revision cont.
Results Guide accessed 662 times Final papers Built in assessment
Collaboration necessitates talking about what is working and what is not
Access to quantitative data (course guide hits) Get to compare two sets of students
Collaborations with DepartmentsGlenn Sauer, Ph.D., BiologyLaura Weber, MLIS, Library
The Problem: First-year Biology students lack the skills necessary to
conduct scholarly research in the sciences and write a literature review.
Background:
BI 171 General Biology II (Majors) This introductory course for biology majors covers biochemistry, energy utilization, anatomy and physiology, and the structure and function of plants and animals. Students receive hands-on experience with a broad range of topics and techniques in the accompanying laboratory. Three lectures, one lab. Four credits
Collaborations with Departments, cont’d…
The Solution:Library instruction sessions for all BI 171 Peer Learning
Groups!
2 Instruction Librarians
3 days, 9 sessions…50 minutes each
Groups of 8-10 students with their Peer Leader 2010: 71 students 2011: 90 students
Prior Knowledge
Basic library knowledge from Freshman Library Program:
Understand the physical space and library services
Develop a research topic and search terms Find a book and background materials
Find articles in a general and literary databases
Understand basic Boolean searching
Create a citation, avoid plagiarism
Identify characteristics of a scholarly article
Skills added from BI 171 session:
Identify components of a scientific research article
Understand the peer-review process
Identify subject-specific databases
Conduct advanced searches including citation chasing
Find full-text scientific research articles in science databases
Understand how to request items through interlibrary loan
Peer leaders
encouraged to
participate
Supplemental Online Guide
#of Hits:•2010: 698•2011: 317 (so far…)
AssessmentBrief online anonymous surveys…
Assessment cont’d…
“How to find articles specifically for biology related material. Also
learned about peer-review process.”
“I learned about how to search for biology articles and
the specific ways to look up an article. It was very helpful.
I am happy I came. ”
What did you learn today that you didn’t already know?
Peer Leaders wished they had learned this material in their first
year.
Peer Leaders learned something new in the
sessions.
Anecdotal Evidence“How to navigate the
databases and look up the articles/the
references of articles.”
Future plans…
Spread awareness in Biology department
Make sure all students are aware of upcoming research assignment
Make sure material covered is sufficiently different from EN 11/12 sessions
Continue to encourage Peer Leaders to participate
“In the Disciplines”…collaborations with
other departments for library instruction
ACADEMIC INTEGRITY: ENCOURAGING A FRANK
DISCUSSION
KAMALA KIEM AND JACKIE KREMER
Collaborations Across the University
(36%) said that downloading a paper from the Internet was not a serious cheating offense, and (19%) said it isn’t cheating at all.
Common Sense Media (2009)
74% of high school jrs./srs. report one or more instances of test cheating in the past year.
59% report an infraction involving plagiarism.
McCabe/Katz (2009)
What’s the Problem?What we want is for our student researchers is for them to care
deeply about their work; find, evaluate, and engage with complex sources; perform ethical studies; and present accurate findings.
Are we there?
IMPACT OF
TECHNOLOGY
CHANGES?
35% of teens with cell phones admit to cheating at least once with them. 65% of all teens say others in their school cheat with them.
Only 41% of teens say that storing notes on a cell phone to access during a test is cheating and a “serious offense.” (23%) don’t think it’s cheating at all.
Similarly, only 45% say texting friends about answers during tests is cheating and a serious offense, while 20% say it’s not cheating at all.
Common Sense Media (2009)
How Can We Work Together?
Identifying partners to collaborate with
Background /explanation of FYE Program
Why FYE Program?
FYE Lesson Plan
Four Components:
Assigned Reading- Bill Taylor’s “Academic Integrity: A Letter to My Students”, plus Fairfield U Honor Code
Guided Questions during class
Activities during class
Reflective Journal Entry as follow-up assignment
FYE Lesson Plan
Bill Taylor’s “Academic Integrity: A Letter to My Students”
Four Possible Guided Questions, example: Prof. Taylor says that one of the most difficult aspects of academic integrity is challenging other students who are not living up to expectations. If you were in a situation in which a classmate was not living up to his or her responsibilities, how would you address it? Why would this be difficult? What is at stake—for you, for them, and for the class?
FYE Lesson Plan
Three Possible Classroom Activities, example:
Break students into 4 groups. Have each group come up with a list of common reasons for and scenarios when students are dishonest. Have each group rank the list by most common reasons. Each group should pass their list to another group and ask them to “solve” their problem by coming up with alternative actions.
Example : Run out of time so buy a paper off Internet. Solution: Plan academic work weekly, using phone to set reminders.
FYE Lesson Plan
Reflective Prompt as follow-up:
After reading Professor Taylor’s letter and Fairfield U’s Honor Code, what does academic integrity mean to you? How will you apply it to
your Fairfield University experience and to your personal values? Can you image
challenges you will be facing and think through solutions?
Assessment
“The reading was eye-opening and very accurate in terms of
situations I have gone through that I can relate to. It was an
extremely good way to start off class”
“It taught me about how important academic integrity is to a student’s
lifestyle. For example the letter says how would you want to be operated on
by a doctor who cheated their way through medical school? This opened
my eyes to how serious this issue actually is and its importance.”
Student Assessments “Students were really
enthusiastic about the topic. We read various cheating scenarios,
all which they have likely encountered throughout their educational experiences, and
asked for their feedback.”
“The discussion on academic integrity went very well- we spoke of our own
dishonesties, that of our peers, and even that of professors. The discussion was very animated and
many students participated by
telling stories from their high schools.”
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